Entre tempos, lembranças e narrativas: Memórias e Trajetórias das professoras egressas da Escola Normal em Bananeiras/PB (1983-2017)

Abstract

This study is linked to the Institutions, Educational Practices and History line of research of the Education Post-Graduate Program of the State University of Rio de Janeiro, and its focus is a research with a historiographic approach supported by investigation of aspects of memories and trajectories of former teachers at the Normal School, as well as their reminiscences and professional placement in a public teaching institution in Bananeiras/PB: the Professor Pedro Augusto de Almeida State Normal School’s Primary School Teachers’ Training Course. This work is justified by giving visibility to the history of veteran professors of the Normal School and their teaching practices, especially on what concerns the training of teachers for children's education and the early grades in Bananeiras and nearby towns in the countryside of Paraíba, where they established life experiences in times long past. As a goal is the intent to analyze the narratives of those teachers about teaching practices, through memories and oral history, identifying different discourses and subjectivities, dialoguing with relevant themes for teachers’ training, given that teaching for the early grades is linked to the training from the Normal School. For the dialogue about memory, backing was obtained in the references of Halbwachs (2013), Bosi (1994), Candau (2019), Nora (2011), Paul Ricœur (2007), Izquierdo (2011) and Le Goff (2013); and for oral history the study is supported by Alberti (2013), Delgado (2010), Meihy and Seawrigth (2020). On the written materials themselves, the reference is Silva (2019), while for the theme of teachers’ training were considered: Charlot (2013), Pimenta (1999), Nóvoa (2020) and Freire (2015). It follows an extensive search for conclusive works (monographs, dissertations and theses) about memories and trajectories of Normal School teachers in the city of Bananeiras/PB, in the interest of ascertaining its existence in this field of investigation, which did not find any work that addressed such narratives. It finds that memories and trajectories of the former teachers cooperate for the re-signifying of knowledge, encouraging insertion and social protagonism, which is why it was necessary to accommodate them, dialoguing and reflecting on current teaching practices.